Goal fulfilment in school for the deaf and hearing impaired - batod

Compulsory school for pupils withlearning disabilities‘School for the mentally disabled exists forchildren and young persons who cannot attendcompulsory comprehensive and upper secondaryschool because of mental disability’ (SFS1985:1100 Chap. 1. 5§). Approximately 1.5-2%of each year’s cohort is composed of childrenwith learning disabilities. The proportion ofdeaf and hearing impaired children at schoolsfor pupils with learning disabilities is large.The need for functioning communication andcomprehensibility in order to promote pupilparticipation is of course as important in thistype of school as in other types. Compulsoryschool for pupils with learning disabilitieshas adapted knowledge goals and works inaccordance with the Lpo 94 curriculum.The basis of the goals according to Lpo 94 is theintellectual disorder that a learning disabilityinvolves. In this evaluation project we have notdifferentiated between compulsory school forpupils with learning disabilities and trainingschool (for pupils with profound learningdisabilities).Compulsory schools for pupils with learningdisabilities are a separate type of school, for years1‐9 and with the possibility to continue for atenth year.Admission into school for pupils with learningdisabilities is regulated by the Education Act.Governing documentsFundamental provision for all types of schoolsare contained in the Education Act (SFS1985:1100) and in the respective schoolordinances (SFS 1994:1194; SFS 1995:206; SFS1995:401).The report on the status of sign language pointsto the governing documents as a possible reasonfor the pupils at special school not achievingall the goals. According to current regulations,special schools should emulate compulsoryschools at the same time as adapting theirenvironment to enable the pupil group to achievemore goals at school than they would if theyhad not attended special school. The governingdocuments fill a very important function asregards these two aspects. If too much attentionis given to emulating compulsory schools, thereis a risk that less focus will be placed on specialadaptations. Special schools today are faced withthe challenge of being adapted schools which aimto prepare as many pupils as possible for furthereducation.CurriculumThe Lpo 94 Curriculum lays down the structurewithin the following eight teaching areas, and theminimum goals that pupils must have achievedby the time they leave school:•••••••Norms and values – KnowledgePupils’ responsibilities and influenceSchool and homeTransition and cooperationSchool and the surrounding worldAssessment and gradesResponsibility of the school headsThe goals for compulsory school also apply tospecial schools. The curriculum is clear in thatrespect. It is only in the ”Knowledge” area thatspecial schools, Sami schools and compulsoryschools for pupils with learning disabilities differfrom compulsory school.20 Goal fulfilment in school for the deaf and hearing impaired